[e-mail]

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• ???
• liudy_at_pep.com.cn

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• ??????,??????????????
• ???? ???????
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• ??????,????,??????
• ????,????, ??????, ????
• ??????????

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??????,??????????????

• ??????????????????
• ????????????
• ?????????,????????????????????????,?????????????,?
  ?????????????????,??????,????????,????????????,???
  ????

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????

• ??????,?????????????????????????????,??????
  ??????????????,?????????????????,???????????????,?
  ???????????,????????????????????????????????????,?
  ???????????????????,???????????????,??????,???????
  ,????????,??????,???????????????????

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Language communication and language humanistic
features

• Language is an instrument for communication, but
  being used by humans it has humanistic
  features.????????,??????????
• Many of these coursebooks concentrated on the
  linguistic and analytical aspects of lge learning
  and failed to tap the human beings potential for
  multidimensional processing. They made
  insufficient use of the learners ability to
  learn through doing things physically, to learn
  through feeling emotion, to learn through
  experiencing things in the mind. (Tomlinson,
  2003)
• ??????????????,??????????????????????,?????????
  ??????????????????????????????

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• The most important factor in learning is affect.
  (Arnold, 1999)
• ????????????
• Language learners need to relax, feel at ease,
  develop self-confidence and self-esteem, develop
  positive attitudes towards the learning
  experience and be involved intellectually,
  aesthetically and emotionally. (Tomlinson, 1998)
• ??????????????,??????????,????????????,????????
  ????????????????

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????

• ??????,??????????????
• ??????,?????????????????
• ??????,????????????????
• ??????,??????????????
• ??????,???????????????
• ??????,????????

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• ??????????,????????,????????????????,?
• ?????????????????,?????????,????
  ??????????????,??????????????????????????????(???,
  2010)????????????????????????????????????????????
  ??????????????,???????????????????,???????????????
  !(???,2011)

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• ?????????????????????,??????????????????????????
  ?,?????????????,????????????,????????????,????????
  ?????????????,????????????????????????????????????
  ???(???????????103?)

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• ????????????????????????????,?????????????????????
  ?
• ?????????????????,????????????????????????????????
  ???????????????(???????????111?)

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• ????????????????????????????????????????????????
• ???????????????????????????????????????????,??????
  ?????
• ?????????????????????????????????????????????????
  ????????????

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?????????

• 1. ????????,????????????????
• 2. ???????????,?????????????
• 3. ????????,??????????
• 4. ??????????????,????,?????????
• 5. ???????????,?????????????
• 6. ??????????????????
• 7. ??????????,???????
• 8. ?????????,?????????????
• 9. ?????????????,????????????

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??????,????,??????

• ????????,??????,??????????????????
• ??????(Mothers Day, Mother Teresa, Manners,
  Nightingale, etc)
• How do you make a banana milk shake?(8A)
• Will people have robots? (8B)
• He used to cause a lot of trouble. (9)
• Could you please tell me where
• the restrooms are? (9)

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????,?????????,??????

• ???????,???????????????????????
• ?? ??????????????
• ?? ?????????????????????????????????????????????
  ????????(????)
• ?? ?????????????,????????????????

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• ?? ???????????????????????????????????
• ?? ??????????????,????????????,????(?????????)???
  ????????????????????

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????,?????????,??????
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Phonological study ????

• 1. Pronunciation of
• 26 letters
• a, e, i (y), o, u in stressed/unstressed
  syllables
• Vowel combinations in stressed syllables
• Common vowel combinations in stressed syllables
• Consonant combinations (ch, dg, th, tch, ph, ng,
  nk)
• Consonant clusters (bl-, cl-, fl-, gl-, br-, cr-,
  sm-, sp-, pr-, qu-)
• Syllabic sounds (ble, -ple, -cle, -gle, -dle,
  -sin, -ten, -ven)

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• 2. Word stress and sentence stress
• 3. Sound variation
• liaison (??)
• incomplete explosive
• weak form
• Assimilation (??)
• 4. Intonation and rhythm
• sense group and pausing
• rising and falling tones
• rhythm

Do your students know these phonological
items? How do you help them learn them? How do
they learn to use them in their real life?
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Can your students read these words?

• dab den cod cluck braid dado
• ?? ?? ? ??? ?? ??
• duck chuck chuckle
• ?,? ???
• lot log loggerhead
• ?? ??
• fun fund fundamental
• ?? ???

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• cot cottage cottager
• ??? ?? ??
• pan panel panelist
• ???? ????
• myth mythical mythology
• ??? ??

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• ????????????????????????,????????????????,
  ????????????????

??????????????
b /b/ back bag buy table bring bright c /k/ car cat card catch close clean /s/ face city pencil
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Vocabulary study ????
Do your students find it hard to learn English
words and expressions? How do you help them to
learn English vocabulary? What strategies do your
students use in their study of English
vocabulary? Do you get your students to exchange
their ways of study? Do you think students can
develop their thinking ability in the study of
English vocabulary? Why?
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How is our word knowledge organized?Mental
lexicon

Pronunciation ?
The grammar behavior ??
The meaning ?
Spelling ?
WORD
The words frequency ???
The words derivation ??
The collocations of the word ??
The register ??of The word spoken and
written?????
The connotations of the word ????
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Vocabulary learning strategies

• Learn words in context ???????????(picture/sentenc
  es/texts)
• Learn the sound, shape meaning???????
• Have a wide exposure to the words????(LSRW) ,????
• Have 7-8 experiences with a word in order to
  retain it ????
• Use the word in LSRW ???,???
• Integrate thinking, looking, listening, reading
  and writing ??????????????
• Use glossaries and dictionaries ???????
• Learning vocabulary in chunks ????
• Form a habit of learning and testing words
  ?????????

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• Classification ??
• Translation ??
• Labeling ??
• Use the Mind Map or Webbing ????

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• Comparison and contrast ?????
• Words with similar meaning
• near close next to
• cry shout scream
• Words with opposite meaning
• up / down before / behind live / die
• Association ??
• Words with the same root
• unhappy happy happily happiness

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Learning vocabulary in chunks

• ???????????Lewis????????????????????????????????
  at risk, make up ones mind, get accustomed to,
  so long as, the man in the shop, It is said that,
  etc.
• ??????????????,???????????????

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??/?????????Word map
sky
hot
swim
blue

sun
sea
umbrella
sunny
ship
rainy
weather
travel
snowy
red

snow

carrot
snowman
?? ???.2008.??????????????(????) .
???????.
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Mind map or webbing
BALL GAMES Basketball volley ball

FIELD EVENTS High jump Long jump
gymnastics
SPORTS
AQUATIC EVENTS Swimming Diving
TRACK EVENTS 100-m dash 110-m hurdle
boxing
WINTER SPORTS
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Guessing words through context clues

• 1) Punctuation (??????????????)
• The principal money he put in his savings
  account to earn interest was safe even though
  the bank was closed by the police.
• ????????????principal???????,?? principal
  ????sum of money?
• ??????????????,?????????
• 2) Explanation (?????????????????)
• Carlos looked dazed, that is, stunned, as if
  someone had shocked him with bad news or with a
  heavy blow to the head.
• ?????that is???????dazed????stunned?
• ?????????meaning, such as, or, is called??

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• 3) Contrast (???????????????)
• During office hours he looked very tense and
  anxious, but on weekends he was quite relaxed.
• ?????????but???????relaxed?tense???????????rela
  xed????at ease,?????tense??? tight ? at
  attention?
• 4) Experience(???????????????)
• Martha's husband and mother died within a month
  of each other, and she cried often at her
  terrible sorrows.
• ?????????????,???????,??????????sorrows????
  great sadness?

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• 5) Context (?????????)
• I dont like violence but in 1963 I helped
  him blow up some government buildings.
• ???????violence???????government buildings?????
  blow up,??? ???
• 6) Definition (???????????)
• She wanted baked clams for her appetizer. An
  appetizer is the first course of a meal.
• ???????appetizer???,???????appetizer?????

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• 7) Hyponyms (?????????)
• Legume, like string beans, lima beans, and
  green peas are important in your diet.
• ???????????? legume????????,????????????legum
  e?a name for a group of vegetables with pods?
• 8) From known to unknown(???????????????)
• The mayor wanted privacy because he knew that
  being alone would help him solve his problems.
• ??privacy???being alone?

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2.?????
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Mr. Cats Day
Mr.Cat
get up
gets
at
630
.
in the morning.
715
.
He
eat breakfast
eats
at
He
have a walk
has
at
945 am
.
He
watch TV
watches
at
430
.
in the afternoon.
He
take a shower
takes
at
940 pm
.
He
go to bed
goes
at
1000
.
in the evening.
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3.????????
37
in the morning
630
at
am.
945
at
715
at
get up
gets
eat breakfast
have a walk
eats
has
in the afternoon
in the evening
730
at
pm.
940
at
1000
at
go to bed
take a shower
watch TV
watches
takes
goes
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Aunt Pigs Day
work on
water...
sweep...
ride to work
go home
cook
do the washing
play with
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Grammatical study ????
Why do your students find it difficult to write
correct English sentences? Do you think English
grammar is important? How do you help your
students learn grammar? Do you make your students
recite the rules or practice using them in
speaking and writing? What successful ways do
your students use?
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Six kinds of simple sentences

• SV She works.
• SVO She likes her work.
• SVIODO She teaches us English.
• SLVP She is a teacher.
• She is friendly.
• She is at work.
• SVOOC Her lessons make us happy.
• There be S Ad There is a book on the desk.
• There are 6
  classes every day.

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Typical mistakes Chinese students make

• Water flower.
• Morning I and my mother by shu cai.
• My mother and I were go shopping at 630.
• We were brought a lot of theings.

Why do you think Chinese students make such silly
sentences?
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Types of sentences

• Statement
• I am a student. I study English.
• Questions
• Do you like English?
• Which school are you in?
• Does he speak English or French?
• She is from Japan, isnt she?
• Imperative
• Close the door.
• Exclamation
• What a nice day! How beautiful the
• flower is!

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The most useful verb tenses

• Simple Present She likes singing.
• Present Continuous She is singing.
• Simple Past
• She sang at the party.
• Simple Future
• She is going to sing at the party.
• She will sing at the party.
• Present Perfect
• Have you ever been to Beijing?

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Grammar teaching in Chinas schools
Induction (from examples, from texts)
Deduction (from rules)
Lexical approach (Natural grammar )
Integration with topics function
Gr teaching in school
Presentation in LSRW
Grammar 3D
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??????,??????????????

• ???????????????,??????????,??????????,?????????,??
  ????????????
• ???????????,???????????????????,??????,???????????
  ,????????,?????????,?????????

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Meaningful output
Meaningful input
Intake (Thinking and Expressing)
Listening and reading
Speaking and writing
Teachers support
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Listening skills (White, 1998)

• Name Examples of activities
• Perceptive Skills skills such as recognizing
• individual sounds,
  identifying
• reduced forms,
  recognizing
• intonation patterns
• Language Skills skills such as identifying
• individual words
  and groups
• and building up
  meanings for
• them.

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Listening skills (White, 1998)

• Using knowledge connecting words to non-
• of the world linguistic features to
  get clues
• to meaning,
  using knowledge
• of topic.
• Dealing with understanding gist
  meaning,
• Information inferring information
  which is
• not specifically
  stated.
• Interacting with a coping with speaker
• speaker variations such as
  speed and
• accent,
  recognizing speaker
• intention,
  identifying speaker
• mood.

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Ways of developing listening skills

• Be exposed to a wide variety of listening text
  genres and text types (poems, conversations,
  speeches, stories, radio/TV programs, ads,
  announcements, etc.)
• Get Ss to know what problems they have to deal
  with (accent, culture, language, psychological
  problem)
• Raise awareness of listening strategies (verbal
  and non-verbal, context, WK, note-taking, etc.)
• Develop micro listening skills (listening for
  gist, for specific information, for the speakers
  attitude and mood, etc.)
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  

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Listening procedures

• Pre-listening
• Tell the Ss what they are going to hear, get
  them to think about the topic, often by asking
  them questions or looking at the title/picture
• While-listening
• First listening to get the main idea
• Second listening to find specific information
• Third listening to find inferential
  information
• After listening
• Tasks that are related to Ss own experience

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Speaking activities in the materials(Grant, 1988)

• Three types of speechwork
• Drills aimed at encouraging accuracy
• Fluency graded to enable communication to take
  place within the language capacity of the
  students
• Natural language use bring ordinary, everyday
  human speech naturally and spontaneously into the
  classroom

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Types of speechwork

• Communicative activities
• Information gap
• Half-dialogues
• Quizzes an integrated activity, combining
  reading and writing with speaking.
• Problem solving
• Guided interviews
• Role-play
• Natural language use (personalize learning)
• Free talk (S on duty) and S-T interaction

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Speaking strategies

• Strategies must be incorporated in the materials
• Practicing building talk upon talk
• Dealing with interaction pressure
• Handling unrehearsed discourse
• Applying diplomacy and courtesy
• Choosing when to move on to a new topic
• Winding down a conversation
• Recognizing signals or body language of the
  partner
• Becoming aware of ellipsis in spoken language

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Reading ability

• What is reading?
• Reading is the process of constructing meaning
  through the dynamic interaction among the
  readers existing knowledge, the information
  suggested by the written language, and the
  context of the reading situation. (Anthony,
  Pearson, Raphael, 1993)??????????????????????

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Reading

• Schemata theory and background knowledge?????????
• A text does not by itself carry meaning. The
  reader brings information, knowledge, emotion,
  experience, and culture to the printed words. (D.
  Brown, 1994)????????,???????
• ???????????????,????????????(???????)
• Skill in reading depends on the efficient
  interaction between linguistic knowledge and
  knowledge of the world. (Clarke Silberstein,
  1977)?????????????????????

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Reading activities in the materials(adapted from
Grant, 1988)

• Pre-reading activities teaching voc, pre-reading
  questions, quiz, background information,
  discussion, etc.
• Reading aloud or silently for different purposes
• While-reading activities skimming, scanning,
  interpreting, answering questions, etc.
• Post-reading activities retelling, discussing,
  reporting, interviewing, debating, opinion
  making, concluding, etc.

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Reading strategies????

• Activating ?????????????
• Predicting ??
• Skimming ??
• Scanning ??
• Guessing words in the context ????
• Analyzing text structure ??????
• Identifying the main idea ??????
• Analyzing the authors purposes, attitude and
  implied facts????????????????
• Making summary, conclusion, judgment, interview,
  discussion, report, etc ?????????????????????????
  
• Establishing a personal connection to the text
• ??????????

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Text structure ????
Language
Content/ information
Structure
General idea
Beginning
Topic sentence
Paragraphs
Main idea of each paragraph
Development
Key words
Summary
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Methods of concept mapping

• Selection of concepts ????
• Ranking concepts ??
• Clustering concepts ???
• Rearrange into a two-dimensional array ??
• Linking concepts ??

Group work
Clarification
Using cards
Open-endedness
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????????????????(???)?????Unit 8 Why dont you
get her a scarf? Section B?????

• The trendiest kind of pet these days is the
  pot-bellied pig. David Smith of North London has
  a pot-bellied pig named Connie. Pot-bellied pigs
  make the best pets, said David. She watches TV
  on the sofa with me every night. Shes my best
  friend. However, life with a pig isnt always
  perfect. When I got my pig, she was small, said
  David, but she eats a lot. Now shes too big to
  sleep in the house, so I made her a special pig
  house. Also, pigs need a lot of love. Sometimes I
  dont have enough time to spend with her.

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Mind map

• However

David Smith
Pot-bellied pig named Connie
Disadvantages Eats a lot Too big to sleep In
the house Needs a lot of love
Advantages Watches TV Best friend Small at first
The trendiest kind of pet
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Writing practice in the materials

• Graded practice
• Form sentences with words ????
• Form sentences into paragraphs ????
• Form paragraphs into a passage ????
• Graded writing
• Controlled writing (copy, dictation,
  simulation)
• Guided writing (condense, fill-in, out of
  speechwork)
• Free writing (relevant both to the Ss and to
  the subject dealt with in the material,
  functional, personal, imaginative)

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Approaches to writing

• Product-oriented and process approaches to
  writing
• 1. Product-oriented writing
• To meet certain standards of prescribed English
  rhetorical style
• To reflect accurate grammar
• To be organized in conformity with what the
  audience would consider to be conventional
• Attention was placed on how well it measured up
  against a list of criteria.

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2.The process approach to writing(D. Brown)

• Focus on the process of writing that leads to the
  final written product
• Writing is indeed a thinking process
• Writing is a two-step process. First you figure
  out your meaning, then you put it into language.
• Make a plan and use an outline
• Have time to write and rewrite
• Encourage feedback both from the instructor and
  peers

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10 Types of writing

• Practical writing (???)
• Recount/Narration (??? )
• Exposition (???)
• Descriptive writing (??? )
• Reports (??? )
• Essays (???)
• Stories/novels (??/??)
• Dialogues or play scripts (??)
• Poems (??)
• Graphs, charts and forms (??)

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Procedures in process writing

• Pre-writing (Decide the title, collect data,
  brainstorm generate ideas)
• While-writing (Outline and write the first draft,
  peer feedback, revise and edit, proofread,
  finalize)
• Post-writing (Display and evaluate)

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Generating ideas
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Organizing ideas
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Putting ideas into an order
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(No Transcript)
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Using linking words
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Organization of narration and stories

• Title (attention-grabbing)
• Introduction
• who (main characters), where when
  (situation)
• Problem (change of situation, why)
• Sequence of events (solutions, how)
• Ending (happy, sad or surprising, what)

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??????????

• ????????
• 5P???????????,?????????????

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The five-step method
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New Approach to ELT
Presentation Observing Discovering Learning
Acquiring
Preparation Activating Brainstorming
Practice Learning by doing
5Ps
Assessing Progress Enriched experience
Production Thinking Expressing
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????????

• 1 ???????? ??????????
• 2 ???????? ???????,??????,??????,??????,???
  ???,??????????
• 3 ????????(???) ????????
• 4 ???????? ????????,??????,??????,??????
• 5 ???????? ???????(???/?/?,???)
• 
  (???,2006)

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??????????
??????
??????
??????
??????
??????
??????
??????
??????
??????
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Reference

• Brian Tomlinson, Developing Materials for
  Language Teaching,Continuum,2003
• B. Tomlinson H. MasuharaDeveloping Language
  Course Materials,???, 2007
• Grant, N. Making most of Your Textbooks, London,
  Longman, 1987
• Paul Nation Managing Vocabulary Learning,
  ???,2007
• K C PangLesson Planning, Longman, 1992
• D. BrownTeaching by Principles, ???,2001
• J. Harmer How to teach English, ???,2000

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Reference

• Scott Thornbury How to Teach Vocabulary
  ????????????. ???????? ??????? 2003
• Scott Thornbury How to teach Grammar.
• Mary Lee Field Text Features and Reading
  Comprehension???????
• New Senior English for China, ???,2007
• ??? ????????,???????,1998
• ????????????,??????????2009??3?
• ?????????????????,???????2010??2?

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Thank you!

• Liu Daoyi
• liuday_at_pep.com.cn